Advances in Social Science, Education and Humanities Research (ASSEHR), volume 184 2nd International Conference on Education Science and Economic Management (ICESEM 2018) Research on Students' Satisfaction with the Teaching Quality of Foreign Teachers in -Take the Department of Art of M as an Example

ZHIYI ZHUO HEXING DONG ¹'² Chinese Graduate School, Panyapiwat Institute of 1, Office of Logistics Management, Minnan Normal Management University) Nonthaburi 11120, Thailand 363000, , P.R. 2, Cooperation office of School, Local Enterprise & Government, Minnan Normal University) Zhangzhou 363000, Fujian, P.R.China

Abstract—This article studies the students’ satisfaction with the practical experience is rich, but the theoretical level is the teaching quality of foreign teachers who teach art (public art) lacking This creates a phenomenon that "knows why it is in the Department of Art of M University. Through the statistical unknown," so the quality of teaching cannot be guaranteed. analysis of the teaching attitude, teaching content, teaching Therefore, it is a difficult problem that all colleges and effects and evaluation recommendations, the author suggests to universities need to solve to strengthen the monitoring of the accelerate constructing scientific and reasonable foreign teaching teaching quality of the external teachers. quality monitoring system for teachers and introducing the research results of high-level teacher teams. II. BACKGROUND OF PROBELMS

Keywords—Teaching quality; Foreign teachers; Satisfaction; Founded in 2004, School of Arts of M University consists Statistical analysis of the Department of Music and Dance, Department of Fine Arts and Design, and holds three undergraduate majors: I. INTRODUCTION Musicology, Fine Arts, and Public Art. The subject of Teaching quality is one of the most important indicators to education in academic subjects and the discipline of fine arts measure the level of undergraduate teaching in colleges and education. The School adheres to the motto of “learning, universities, and is the lifeline of the school. The establishment understanding, know-how, and practice”, focusing on and implementation of the teaching quality monitoring system undergraduate art education and supplementing graduate in colleges and universities is an effective mechanism to education. At present, there are 751 undergraduate students guarantee the continuous improvement of the teaching quality and 5 graduate students. As of June 2017, the School of colleges and universities, and is also an important content of currently has 37 faculty members (29 full-time teachers, current higher education management and reform [1]. At including 17 music studies, 7 fine arts, and 5 public arts). There present, all colleges and universities pay great attention to the are 3 full-time faculty members (3 music students). There are 6 classroom teaching of teachers and incorporate it into one of associate (5 in music and 1 in fine arts) and 28 the most important assessment methods of teaching quality. full-time teachers with master's degree or above. However, due to constraints imposed by various factors such as According to the Ministry of Education's “Basic Conditions establishment and treatment, the status of teachers in many for Running Regular Colleges and Universities” (Jiao-Fa [2004] colleges and universities is still severely inadequate. Therefore, No. 2), the ratio of qualified students to majors in the arts teachers from other universities or famous experts and famous major is 11:1, and the number of full-time teachers in the entrepreneurs in the industry have to be employed as external college should be reduced to 68. Therefore, The School’s teachers. This is especially true for art schools. Because of the teachers are seriously deficient and far fall short of the Ministry uneven academic level and teaching level of these external of Education’s requirements for good education. teachers, for example, due to the special nature of art colleges, many courses require teachers with rich theoretical and In order to ensure the harmonious and stable normal practical abilities. Nowadays, most of the major names in the teaching work of the college, the college has hired 28 external industry are Only undergraduates and below academic teachers to serve as college curriculum teachers. However, due qualifications, and even more, such as traditional intangible to the special nature of art majors, many courses in Zhangzhou cultural heritage inheritance characteristics of the curriculum of do not have relevant professional teachers. They must go to teachers (such as the Minnan paper-cut art, Gezai opera, etc.) universities, enterprises, cultural institutions, or professional art only junior high school or primary school education, although groups within and outside the province to hire highly qualified

Copyright © 2018, the Authors. Published by Atlantis Press. 10 This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research (ASSEHR), volume 184 external teachers who are recognized by the industry. How can IV. DATA ANALYSIS these be ensured? The teaching quality of the external teachers has become the most important task of School undergraduate A. Analysis of the Basic Situations of Outstanding Teachers teaching. 1) Analysis of Academic Degrees According to the data, it can be found that 44.4% of the III. STUDY DESIGN graduates have master's degree, 50% have a master's degree, A. Evaluation Table Design 55.6% hold a bachelor's degree or below, 22.2% hold a bachelor's degree, and 27.8% are external teachers. No degree, The Academic Affairs Section of the School continues to in addition, no doctoral degree, therefore, academic level is hire or not to hire, based on teaching attitude, teaching content, relatively low compared to college teachers. teaching effectiveness, and suggestions. 2) Situation Analysis of Work Units Four Indicators Design "Teacher Assessment Report of Through the data, it can be found that the working units of Fine Art & Public Art ,School of Arts M University", including the external teachers account for 50% of the colleges and teaching attitudes (the main assessment indicators are whether universities, 16.7% of other institutions, 16.7% of the the teacher carefully prepares for the lesson, whether it is enterprises, and 16.7% of the remaining non-units. The taught strictly in accordance with the school rules, whether proportion is low. there is arbitrary transfer, and the phenomenon of suspension 20 points, teaching content (the main assessment indicators for 3) Analysis of Titles the assessment of the content of the teaching is enriched and According to the data, external teachers with senior enriched, whether closely linked to professional training professional titles accounted for 27.8%, external teachers with objectives, whether to pay attention to the theory with the intermediate professional titles accounted for 33.3%, and actual) and teaching effectiveness (the main assessment external teachers with primary and non-professional titles indicators for the teaching effect is excellent, whether to accounted for 39.6%. For college teachers, this proportion It is complete the teaching task, Whether to achieve the purpose of low. teaching) each takes 40 points and the total score is 100 points. It is recommended to continue hiring or not to hire no points, 4) Analysis of Graduate School Situation but as an important reference for whether the college continues According to the data, 38.9% of the external teachers to employ external teachers. graduated from 985 universities, 211 colleges, and overseas colleges, and 50% of the external teachers graduated from B. Survey Objects provincial undergraduate colleges, and another 11.1% of All undergraduate students in the School of Fine Arts external teachers. Graduated from higher vocational colleges, and Public Art are selected for the survey. A total of 455 fewer teachers graduated from 985 colleges and universities. evaluation forms were issued and 301 were recovered. The In summary, the overall situation of the college’s external recovery rate was 66%, of which 301 were valid and 100% teachers is relatively weak, and colleges should strengthen the effective. introduction and recruitment of teachers with doctoral degrees C. Data Processing Methods or senior professional titles, and improve the college’s overall This study used SPSS19.0 statistical software to analyze level of education. and process the data. The students' satisfaction with teaching B. Analysis of Teaching Situation of Foreign Teachers quality of external teachers was analyzed in depth using 1) Analysis of teaching attitude descriptive statistics such as mean analysis, principal component analysis, independent sample T test analysis, and paired sample T test analysis [2-4].

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TABLE I TEACHING ATTITUDE

Percentage Bootstrap a

Effective Cumulative Standard 95% confidence interval Frequency Percentage percentage percentage Deviation error Lower limit Upper limit effective 11.32 1 5.6 5.6 5.6 .0 .0 5.6 5.6 11.78 1 5.6 5.6 11.1 .0 .0 5.6 5.6 12.00 1 5.6 5.6 16.7 .0 .0 5.6 5.6 14.77 1 5.6 5.6 22.2 .0 .0 5.6 5.6 14.88 1 5.6 5.6 27.8 .0 .0 5.6 5.6 15.00 1 5.6 5.6 33.3 .0 .0 5.6 5.6 17.00 1 5.6 5.6 38.9 .0 .0 5.6 5.6 17.27 1 5.6 5.6 44.4 .0 .0 5.6 5.6 18.00 1 5.6 5.6 50.0 .0 .0 5.6 5.6 18.36 1 5.6 5.6 55.6 .0 .0 5.6 5.6 18.50 1 5.6 5.6 61.1 .0 .0 5.6 5.6 19.00 1 5.6 5.6 66.7 .0 .0 5.6 5.6 20.00 6 33.3 33.3 100.0 .0 .0 33.3 33.3 total 18 100.0 100.0 .0 .0 100.0 100.0 a. Unless otherwise noted, bootstrap results are based on 1000 stratified bootstrap samples The teaching attitude is a key factor that reflects whether accounting for 61.1% of the total. It is said that more than 60% teachers are preparing lessons seriously, whether they strictly of the external teachers have strong sense of responsibility, but follow the rules of the school, whether there is random transfer, nearly 40% of the external teachers have poor sense of and the phenomenon of suspension of classes. This is a key responsibility due to various reasons, and there are random factor in assessing whether teachers have a strong sense of adjustments and suspension of classes. responsibility. Through the data analysis, we can see that there is a total score of 20 points in teaching attitudes, with 6 2) Analysis of teaching Content out of the total, accounting for 33.3% of the total, with a mean score of 17.10 points, and 11 points that exceed the mean score,

TABLE II TEACHING CONTENT Percentage Bootstrap a 95% confidence

interval Effective Cumulative Standard Frequency Percentage percentage percentage Deviation error Lower limit Upper limit effective 28.00 1 5.6 5.6 5.6 .0 .0 5.6 5.6 28.54 1 5.6 5.6 11.1 .0 .0 5.6 5.6 29.82 1 5.6 5.6 16.7 .0 .0 5.6 5.6 32.40 1 5.6 5.6 22.2 .0 .0 5.6 5.6 32.58 1 5.6 5.6 27.8 .0 .0 5.6 5.6 35.32 1 5.6 5.6 33.3 .0 .0 5.6 5.6 35.52 1 5.6 5.6 38.9 .0 .0 5.6 5.6 36.00 3 16.7 16.7 55.6 -.2 5.1 11.1 27.8 37.05 1 5.6 5.6 61.1 .0 .0 5.6 5.6 37.30 1 5.6 5.6 66.7 .0 .0 5.6 5.6 38.00 3 16.7 16.7 83.3 .4 6.6 5.6 27.8 39.00 1 5.6 5.6 88.9 .1 5.1 .0 16.7 40.00 2 11.1 11.1 100.0 -.2 6.3 .0 22.2 total 18 100.0 100.0 .0 .0 100.0 100.0

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The teaching content is to assess whether the teacher's related to professional training objectives and rich in content, teaching content is enriched and enriched, whether it is closely but nearly 40% of the external teachers do not fully adhere to related to the professional training goal, whether to pay professional training objectives or are not rich in content for attention to the theory and practice, and whether it is the key various reasons. factor to assess whether the teacher's teaching quality is qualified or not. Through data analysis, we can see that there is 3) Analysis of teaching effectiveness a total score of 40 points in teaching attitudes, only two out of the total score, accounting for 11.1% of the total, the average score is 35.42 points, 12 points more than the average, accounting for 66.7% of the total, overall It is said that more than 60% of the external teachers’ teaching content is closely

TABLE III TEACHING EFFECT Percentage Bootstrap a 95% confidence interval Effective Cumulative Standard Frequency Percentage percentage percentage Deviation error Lower limit Upper limit effective 28.90 1 5.6 5.6 5.6 .0 .0 5.6 5.6 29.15 1 5.6 5.6 11.1 .0 .0 5.6 5.6 31.52 1 5.6 5.6 16.7 .0 .0 5.6 5.6 32.35 1 5.6 5.6 22.2 .0 .0 5.6 5.6 34.00 1 5.6 5.6 27.8 .0 .0 5.6 5.6 35.00 1 5.6 5.6 33.3 .0 .0 5.6 5.6 36.00 1 5.6 5.6 38.9 .0 .0 5.6 5.6 36.03 1 5.6 5.6 44.4 .0 4.5 .0 16.7 36.17 1 5.6 5.6 50.0 -.1 4.5 .0 16.7 36.21 1 5.6 5.6 55.6 -.1 4.5 .0 16.7 36.36.5082 1 5.6 5.6 66.761.1 .1.0 4.5.0 .05.6 16.75.6 37.14 1 5.6 5.6 72.2 .1 4.5 .0 16.7 38.00 1 5.6 5.6 77.8 .0 .0 5.6 5.6 38.13 1 5.6 5.6 83.3 .0 4.4 .0 16.7 38.62 1 5.6 5.6 88.9 .0 3.9 .0 11.1 39.03 1 5.6 5.6 94.4 .0 3.9 .0 11.1 39.90 1 5.6 5.6 100.0 .0 .0 5.6 5.6 total 18 100.0 100.0 .0 .0 100.0 100.0 a. Unless otherwise noted, bootstrap results are based on 1000 stratified bootstrap samples

The teaching effect is to reflect whether the teacher's teaching effect is excellent, whether it completes the teaching task, whether it achieves the purpose of teaching, and it is an important factor to assess whether the student has reached the training goal. Through the data analysis, we can see that the total score is 40 points of teaching effectiveness, and the score of perfect score is 35.53 points. There are 12 points that exceed the average score, accounting for 66.7% of the total. Overall, more than 60% of the external the teaching effect of teachers achieves the purpose of teaching, but nearly 40% of the external teachers do not achieve the purpose of teaching for various reasons.

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4) Analysis of comprehensive evaluation

TABLE IV COMPREHENSIVE EVALUATION SCORE Percentage Bootstrap a 95% confidence interval Effective Cumulative Standard Frequency Percentage percentage percentage Deviation error Lower limit Upper limit effective 68.22 1 5.6 5.6 5.6 .0 .0 5.6 5.6 70.97 1 5.6 5.6 11.1 .0 .0 5.6 5.6 71.84 1 5.6 5.6 16.7 .0 .0 5.6 5.6 81.17 1 5.6 5.6 22.2 .0 .0 5.6 5.6 82.55 1 5.6 5.6 27.8 .0 .0 5.6 5.6 84.08 1 5.6 5.6 33.3 .0 .0 5.6 5.6 88.52 1 5.6 5.6 38.9 .0 .0 5.6 5.6 90.21 1 5.6 5.6 44.4 .2 4.6 .0 16.7 90.41 1 5.6 5.6 50.0 .0 4.5 .0 16.7 90.55 1 5.6 5.6 55.6 .0 .0 5.6 5.6 92.03 1 5.6 5.6 61.1 -.2 4.4 .0 16.7 93.17 1 5.6 5.6 66.7 .0 4.5 .0 16.7 93.66 1 5.6 5.6 72.2 .0 .0 5.6 5.6 94.82 1 5.6 5.6 77.8 .0 4.5 .0 16.7 96.13 1 5.6 5.6 83.3 .0 4.6 .0 16.7 98.62 1 5.6 5.6 88.9 -.1 4.0 .0 11.1 98.90 1 5.6 5.6 94.4 .0 .0 5.6 5.6 99.03 1 5.6 5.6 100.0 .1 4.0 .0 11.1 total 18 100.0 100.0 .0 .0 100.0 100.0 a. Unless otherwise noted, bootstrap results are based on 1000 stratified bootstrap samples

Through data analysis, it can be seen that the overall reasons. It is suggested that the college should strengthen the evaluation score is 100 points, and the score of perfect score is teaching quality assessment and monitoring of this part of the 88.05 points. There are 12 points that exceed the average score, external teachers if it does those who are not qualified for the accounting for 66.7% of the total. Overall, over 60% of the curriculum teacher should be dismissed. external teachers the student satisfaction rate reached an average level, but nearly 40% of the external teachers did not 5) Analysis of overall student satisfaction achieve an average level of student satisfaction for various

TABLE V PAIRED SAMPLE STATISTICS

Standard Standard Correlation Mean N deviation error of the mean coefficient Sig. Pair 1 Comprehensive 88.0489 18 9.67843 2.28123 -.930 .000 evaluation score Not hired 9.83 18 14.164 3.338 According to the data analysis, the average value of the correlation between the overall evaluation score and the comprehensive evaluation score is 88.0489, the standard non-employment status. deviation is 9.67843, the standard error of the mean value is 0.14082.28123, the average value of the non-employment It can be seen that the correlation coefficient of the paired condition is 9.83, the standard deviation is 14.164, and the sample is -0.930, the two-sided significant probability is 0.000, standard error of the mean value is 3.338. There is a significant which is less than 0.01, indicating that the probability that the comprehensive evaluation score is not related to the non-employment condition is less than 0.01, which also

14 Advances in Social Science, Education and Humanities Research (ASSEHR), volume 184 indicates the comprehensive evaluation score. The better, the student satisfaction. lower the situation of not hiring, the higher the degree of

TABLE VI PAIRED SAMPLE TEST

Pair difference

95% confidence Standard interval for difference Standard error of the Sig. Mean deviation mean Lower limit Upper limit t df (two-sided) Pair 1 Comprehensive 78.21556 23.43586 5.52388 66.56118 89.86993 14.160 17 .000 evaluation points - no appointments A paired sample T-test with a composite evaluation score teachers' teaching process. It accurately and objectively and a no-employment status averaged 78.21556 with a monitors, judges and adjusts the teaching process, and standard deviation of 23.43586. The standard error of the mean constrains them with effective means. The organizers and was 5.52388. The upper limit of the 95% confidence interval implementers of the inspiring teaching process have for the difference was 89.86993, the lower limit was 66.56118, continuously improved the teaching quality of universities and and the t value was 14.160. The two-tailed significance level is entered a virtuous circle [5]. 0.000, and this value is less than 0.001, so it can be considered that the difference between the two variables has a significant The monitoring of teacher's teaching quality has positive difference. That is to say, the overall effect of the student's and important significance for both the school and the teacher non-employment status on the comprehensive evaluation score as well as for the students. Effective Teaching Quality is significant. Student Satisfaction Evaluation enables teachers to understand their own deficiencies through classroom teaching student Through further research, it can be found that the satisfaction evaluation, so as to improve teaching and improve satisfaction of external teachers satisfying the three conditions the teaching level, so as to further promote the systematic, that teaching attitudes are correct, teaching content is closely rational, scientific realization of higher education teaching linked to professional training goals and teaching effectiveness quality management. The educational level and social status of meets the purpose of teaching is high, and the overall colleges and universities are continuously improving. evaluation score is more than 90 points. 0. Those with unacceptable teaching attitudes, such as the random adjustment Suggestion 1: Speed up the construction of a scientific and of classes and suspension of classes due to various reasons reasonable monitoring system for teaching quality of external such as the busy work of the original unit; the teaching teachers. contents are not closely related to the professional training At present, various universities and colleges have objectives, such as those of some enterprises or other increasingly improved their teaching quality monitoring institutions (non-college teachers). External teachers, although systems for in-service teachers. However, external teachers are strong in practice, but the theoretical level can not be reached still further advanced because of their high mobility, their own and can not explain the content of the course or just graduated, work reasons, and difficulties in hiring some courses. In the lack of teaching experience, etc.; teaching effectiveness can not course of exploration, therefore, accelerating the construction achieve the purpose of teaching, such as because the teaching of a scientific and reasonable monitoring system for the content is not closely linked to professional If the training teaching quality of external teachers is currently a key issue results are poor due to training objectives, the external teachers’ that should be considered by the educational administration of satisfaction with these three conditions is relatively low. The universities. overall evaluation score is 88 points or more, and the number of non-employment candidates is less than 10, satisfying three Recommendation 2: Strengthen the introduction of conditions. The external teachers of the second grade students high-quality teachers and gradually reduce the recruitment of have a lower degree of satisfaction. The total evaluation is external teachers. divided into 80 points or more, and the number of The construction of a high-level teacher team is the core non-employers is 21 or less. The satisfaction of external competitiveness of colleges and universities. Colleges and teachers with the three conditions is the lowest, and the total universities should speed up the introduction and recruitment evaluation is 80 points or less. The maximum number of of high-level talents and gradually reduce the employment of hirings is 40. external teachers. If it is unable to introduce full-time high-level teachers due to difficulties in preparation and V. CONCLUSIONS AND RECOMMENDATIONS transfer, they may consider recruiting full-time Ph.D. Through the monitoring and evaluation of the teaching Corresponding supporting measures, such as the assessment of quality of external teachers, this paper timely obtains feedback the title of the doctoral title of Taiwan in China, further on the various elements, links, and work status of the external strengthen the construction of the school’s teaching staff.

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